STANDARD TWO (continued)

Changes and enhancements made in graduate education in the
College of Nursing (CON) over the past decade are shown in Table 2-74.

Table 2-74

CHANGES IN CON GRADUATE EDUCATION OVER LAST DECADE

Degree

Status

M. Nursing

In 1994, options were designated in both administration and
rural family nurse practitioner

M. Health Administration

Approved in 1998, this program is currently under
development

The Master of Nursing program was initiated in 1956. From
1978 to 1994, the CON provided master's
level preparation for professionals whose careers required primarily a rural generalist
focus. In 1993, a grant for the
development of a Family Nurse Practitioner (FNP) was submitted and subsequently
funded. The FNP program was approved
and began accepting candidates in 1994. In keeping with the land-grant mission of
MSU, this program responded to
the health care and delivery needs of the citizens of the State of Montana, as
well as to increased interest and needs from nursing professionals practicing
in rural Montana.

The decision to create two (2) options under the M. Nursing was
based on a thorough analysis needs assessment of both the faculty resources in
the CON and the most critical options for future practitioners, especially in
the State of Montana. The faculty
reaffirmed the need for a rural emphasis with two (2) options: a FNP option and
a Nursing Administration option which replaced the rural generalist option.

Currently, the administrative option has not attracted
sufficient students to sustain it primarily because of the current professional
climate in which many mid-range and top administrative positions have been
eliminated and those remaining required responsibilities broader than the
traditional scope of nurse administrators. Therefore, the CON resources are
focused on delivery of the FNP option.

Enrollment data for the graduate program offered by the CON is
shown in Table 2-75.

Table 2-75

M. NURSING FALL ENROLLMENTS AY 1990-91 THROUGH AY 1998-99

Degree

1990

1991

1992

1993

1994

1995

1996

1997

1998

M. Nursing

22

32

31

32

37

41

19

25

33

The master's degree in nursing prepares professionals for
leadership positions. In keeping with
the land-grant mission of MSU, graduate education in nursing is especially
responsive to the evolving health needs of the people of Montana and other
rural areas in the nation.

Students may pursue Plan A or Plan B. In addition to the standards set by the CGS,
students
admitted to the program must meet the following requirements: a bachelor.
s degree in nursing from an NLN accredited upper division program
which involved supervised clinical practice in a variety of nursing settings,
including community health and management; a minimum composite (V+Q) GRE score
of 1000; successful completion of an undergraduate research course; successful
completion of an undergraduate statistics course which included inferential
statistics; current Montana licensure as a registered nurse or eligibility for
Montana licensure; and one (1) year of general clinical experience as a
registered nurse. International
students must earn a minimum TOEFL score of 580.

M. Nursing CON Current
Program Assessment. The master's program has been accredited by the NLN
since 1995. The new accrediting agency
for baccalaureate and higher degrees in nursing, The Commission on Collegiate

Education, granted the program preliminary approval in
1998. MSU CON was the first program to host a site visit by this agency. The visit
occurred in September 1998, and
CON met all the required standards. The
team's report was considered at the Accreditation Review Committee's meeting in
February 1999 and final accreditation was awarded in mid-April.

In their review of the program, the report cited the following
strengths:

·
The FNP program is a very appropriate program for a
land-grant institution. The program is specifically designed to address the
health care needs of Montana residents.

·
The FNP program is accessible to its rural stakeholders
since it is offered by distance education to five (5) sites around the state.

INTERDISCIPLINARY DEGREES

In addition to the discipline-specific master's and doctoral
programs, MSU has developed and sustained several interdisciplinary programs of
study. In the land-grant tradition,
these interdisciplinary programs form creative partnerships with business and
government and enhance professional and educational opportunities through
interdisciplinary, intercollegiate, and distance learning. The following three (3)
programs of study
have been offered during the last decade:

·
M.S. in Science Education (MSSE). The MSSE is a new, interdisciplinary degree
program designed by educators and scientists for middle and high school science
teachers. The MSSE is sponsored by COA, CEHHD, and CLS. It is coordinated by Intercollege
Programs for Science
Education. In addition to the standards
set by the CGS, admitted students must have an earned a bachelor's degree in an
area of science or in science education; be certified to teach science in
secondary grades; have at least two (2) years of science teaching at the middle
or high school level; and earn a minimum composite (V+Q) GRE score of
1000. The program consists of a combination
of resident (summer) course work, as well as distance delivered course work
with approximately two-thirds of the course work taken off campus by on-line,
asynchronous, computer-mediated communication. Faculty from biology, chemistry, earth
sciences, and physics participate
in the delivery of instruction which focuses on current developments in science
teaching, learning, and curricula, as well as the integration of mathematics
and sciences.

·
M.S. in Land Rehabilitation. The M.S. program in
Land Rehabilitation is an interdisciplinary degree sponsored by the departments
of ARNR, Plant, Soil, and Environmental Science( PSES), ESCI, Bio-resource
Engineering, and BIOL. The program is
designed to prepare professionals in such fields as plant science, soil
science, hydrology, geology, geography, biology, or animal and range
science. In addition to the standards set
by the CGS, students admitted to the program are expected to hold a bachelor.
s degree in a science-related field with adequate background in
general chemistry, organic chemistry, calculus, general soils, general ecology,
plant science, introductory geology, college physics, statistics, and general
biology. In many cases, research
projects are supported in collaboration with private industry, state, and/or
federal agencies.

·
M. Health Administration. This degree is
currently under development.

·
M.S. Project Engineering Management. The MPEM
was approved in 1996 and is administered by the CH E department. The MPEM is designed
to give professionals
in the field the opportunity to enhance technical and managerial skills with
minimal disruption to their careers. MSU collaborates with Montana Tech of the UM
in course delivery which is
offered on-site and through distance learning technologies.

Enrollment data for graduate programs in interdisciplinary
degrees is shown in Table 2-76.

In order to assess the quality of the graduate program at MSU,
it is necessary to examine the strengths of the degree programs and the
contributions these programs make to support the mission of MSU. Additional topics
that must be examined
include the quality of the graduate faculty, the supporting resources for the
graduate programs, the effectiveness of the CGS in keeping student records and
supplying the needs of the graduate students, and the leadership and direction
provided throughout the MSU graduate program by the CGS.

The quality of the graduate program at MSU can be demonstrated
in a number of ways: the scope and mission of the program in relation to the
land-grant mission of the institution, responsiveness of the program to changes
and demands in the professional world, the success of graduates, and enrollment
trends in the past decade.

·
Scope and mission. Graduate education at the master.
s level provides broad, general support to the mission of MSU and the
doctoral program provides specific support to those areas that are
traditionally unique to the land-grant mission. Examples of the latter include Ph.D.
programs in plant pathology,
plant and soil science, veterinary molecular biology, engineering, mathematics,
microbiology, and physics, and a doctoral program in education.

·
Responsiveness to stakeholders. MSU has sustained
and developed professional master's programs which are responsive to
the demands of the professional world and which enhance the competitiveness of
its graduates. In addition to the long-standing
MPA which has prepared students for careers in public administration
and policy, MSU developed professional master's programs in
Architecture, Accounting, and Construction Engineering Management. A new program that
is engendering a
particularly high amount of interest is the M.S. in Science Education. This program
of graduate study is designed
to meet the special needs of place-bound, K-12 science teachers who are spread
throughout Montana, the northwest, and the nation. Because the program, from its inception,
was designed to be
delivered using distance learning technologies, MSU is fulfilling a part of its
outreach mission to the State of Montana.

·
Success of graduates. Quality in any graduate program can be measured by the demand for
and success of the graduates of the program, as well as by the reputation of
the program beyond the borders of the campus. As indicated in the previous departmental
discussions, MSU
post-baccalaureate graduates are in high demand in industry, as well as
academia (K-12 through university), and many graduates of the doctoral programs
have developed or are developing distinguished careers.

·
Enrollment data. Data indicates that the number of both master's and doctoral
graduates at MSU has remained stable over the past seven (7) years. This suggests
that the graduate program has
a good reputation which has helped to sustain enrollments. Strategies for improving
enrollment and for .
growing programs. while maintaining quality are discussed under areas of
improvement.

COLLEGE OF GRADUATE STUDIES PROBLEMATIC AREAS OF CONCERN AND
STRATEGIES FOR IMPROVEMENT

The graduate program at MSU has, in a resource-constrained
environment, sustained quality graduate education over the last decade. In its commitment
to the continuous
improvement of its programs, the institution has identified several areas of
concern and strategies for improvement of graduate education. The following areas
are briefly discussed
and strategies are identified for improvement:

Leadership

·
Concern. With the retirement of the Graduate Dean in 1992, the leadership of the
program has fallen to several administrators who served the program in
acting/interim capacities. For
approximately seven (7) years, the program has been without a permanent dean
which has resulted in some fragmentation of standards and criteria for both
admissions and graduation.

·
Strategies for improvement. In the fall of 1998,
the administration of MSU responded to the efforts of the Graduate Council to
improve the CGS by initiating an internal search for a permanent dean. The search
was successful and a permanent
dean of the CGS was named on January 1, 1999. The Administration made the commitment
to not only support the full-time
position of the dean, but also committed significant new resources to the
CGS. While these funds are sufficient
to address only a small portion of the problems that face the College, they do
give the new dean and the CGS staff the flexibility to begin to address two (2)
of the most pressing problems: recruitment and internal program improvement.

Student recruitment
and program support

·
Concern. Over the past decade, the burden of
student recruitment has fallen almost completely to individual departments who may
or may not have the necessary resources to recruit quality graduate
students.

·
Strategies for improvement. An effort is
currently underway to further enhance the link between the G&C activity and
funding for the CGS. As noted above,
the data indicates that even though the amount of G&C dollars expended on
campus has increased by more than a factor of four (4) in the past eleven (11)
years, the numbers of students graduated from the program has remained nearly
constant. It would appear reasonable to
ask that a fixed percentage of the G&C funding be diverted into the CGS to
support graduate fellowships and recruiting activities as a means of expanding
the graduate program. For this effort
to be successful, close cooperation between the CGS and the office of the Vice
President for Research and Creative Activities will have to develop. The CGS is also
initiating an effort to make the
growth of the graduate program a "top priority item" on the list used by
the MSU Foundation to raise funding for the MSU campus. Finally, government sources
of funding for
the CGS are being identified and it is expected that proposals will be
generated on a steady basis during the next
several years to try and secure reasonable CGS funds for supporting and
expanding the graduate program on the MSU campus.

Recruiting and
retention of graduate faculty

·
Concern. A truly outstanding graduate program is
built largely by the students that are in the program. High quality students alone,
however, cannot
be expected to develop the program. It
takes committed, high quality teaching and research faculty working with the
students and the CGS to transform a graduate program from a status of
maintenance to a status of growth. The
recruitment and retention of outstanding graduate faculty has become
increasingly difficult in the current fiscal environment.

·
Strategies for improvement.
Recruiting new faculty
to MSU is facilitated considerably by MSU's location, although location
alone cannot offset the fact that the pay scale at MSU is not competitive. The strategy
for effective recruitment is to
build up several areas of outstanding research and creative activities that are
both world class and unique to this campus. This effort is currently under way, and
it is supported, in a large part,
by the increased G&C efforts of the graduate faculty. The centers mentioned in the
Graduate
Assessment section are beginning to attract outstanding faculty (both junior
and senior) to MSU because of the research being done and the clustering of
highly talented colleagues in each center. The success in attracting new faculty will
enhance the successful
recruiting of quality graduate students. The opportunity to participate in research
and creative activity with a
competitive faculty will also attract and retain quality graduate students.

Improvement of
quality of graduate teaching assistants

·
Concern. In order to ensure quality teaching by GTA's, the CGS has provided orientations
for new graduate teaching assistants.

·
Strategies for improvement. In response to
concerns by a variety of stakeholders about the communication competencies of
international teaching assistants, the CGS approved the following additional
admission criteria for international students who would serve in the capacity
of laboratory assistant or TA (effective 1997):

TOEFL =565
for lab assistant or discussion leader

=580
for classroom teacher

TSE =45
for paper grader only

=50
for classroom teacher or lab assistant

In addition, the CGS implemented
language training for international graduate teaching assistants through the
American Cultural Exchange (ACE) language institute.

Library and
information resources

For discussion of the sufficiency of library and information
resources for sustaining graduate education, see Standard Five.

GRADUATE FACULTY AND RELATED RESOURCES

The quality of the faculty and related resources may be
demonstrated in the following areas: qualifications/currency of faculty,
recruitment of new faculty, and increases in G&C activity which have
supported graduate education.

·
Faculty qualifications. The graduate faculty at MSU
are defined as all faculty who are involved in teaching graduate courses or are
otherwise actively involved in training graduate students. There is not a separate
graduate faculty;
however, graduate faculty are expected to hold terminal degrees in their
disciplines and to maintain currency in their fields through substantive basic
and applied research and/or creative activity. In
very limited instances, faculty qualification and currency to teach specific
course(s) has been determined by the person's extensive experience in
the field of study. Details of faculty
qualifications, currency, review, and P&T are included in Standard Four.

·
Recruitment of new faculty. As discussed in
previous departmental descriptions, programs have, even in a resource-constrained
environment, recruited and retained faculty whose outstanding scholarship,
teaching, and research abilities have greatly enhanced the graduate
program. New faculty who have been
hired in areas such as international accounting, optics, chemistry, physics,
and computational biology have added a considerable amount of breadth and depth
to graduate education at MSU. Interdisciplinary centers such as Optec (which involves
faculty and
students from engineering, chemistry, and physics), the Center for Computational
Biology (with faculty and students from computational biology, chemistry,
engineering, and physics), and the Spectral Information Technology Laboratory
(engineering, chemistry, computer science, physics, and computational biology)
are operational and growing at MSU. These centers are adding extensive new resources,
as well as developing
broad new possibilities for recruitment, retention, and graduate education
across the entire campus.

·
Increases in G&C. The G&C activity of the graduate faculty has increased
substantively over the last eleven (11) years, going from about $12,000,000 in
1987 to over $51,000,000 in 1998. The
outcome of this activity has provided resources and opportunities to support
cutting-edge research by faculty and students. For example, the Center for
Biofilm Engineering (a major NSF Center), Optec, the Center for Computational
Biology, and the Spectral Information Technology Laboratory have provided
faculty and students with the opportunity to conduct research which is not only
critical to the State of Montana, but in many cases, to the world.

GRADUATE RECORDS, SERVICES, AND ACADEMIC CREDIT

The quality of the functional responsibilities of the CGS are
demonstrated in the following areas:

·
Graduate Council. In the area of program review
and development, the present Graduate Council structure has been both effective
and efficient. The process provides for
adequate input by the faculty, as well as maintenance of consistent university
policies for delivery of graduate education. The Graduate Council provided the critical
input to the MSU
administration recently which eventually lead to the search for and appointment
of a permanent Dean of the CGS. The process is entirely consistent with the
model of faculty governance at MSU.

·
Admission policies and procedures. The dual system model of decentralized,
departmental review of applicants and final action by the CGS is also very
effective. Faculty are directly
involved in the admission criteria and recommendation of admission for
prospective students while the CGS is responsible for taking final action. This, again,
is consistent with university
policies and procedures. The process allows
the time-honored action of "checks and balances" to assure admissions
meet departmental needs while maintaining the high standards that are set by
the CGS.

·
Compliance with graduate policies and procedures.
Graduate policies and procedures are set by the CGS. The CGS takes
responsibility for ensuring that these policies and procedures are supportive
of the mission of graduate education, as well as for publishing and clarifying
the policies and procedures. Regulations are well defined in the MSU Bulletin and
the CGS Policies
and Procedures Manual.

·
Transfer credit. In the area of application of transfer work to graduate degrees, CGS
policies clearly state that no more than nine (9) transfer credits may be applied
to a student's program. This
review
of transfer work is conducted on a case-by-case basis by the student's
graduate committee. The review includes, but
is not limited to, a review of the recency of the credits, the institution from
which the credits were earned, the appropriateness of the course work
to the student's degree objectives, and the student's performance
in that course work. The Office of the Registrar
is subsequently notified, and appropriate transfer work is posted on the
student's transcript. No credit is
granted for prior experiential learning.

SPECIAL INSTRUCTIONAL SUPPORT
PROGRAMS

In addition to the regular undergraduate and graduate
programs, MSU supports several special instructional programs which not only
strengthen and enhance the quality of the educational experience, but also
enable MSU to better discharge its mission as the land-grant institution in the
state. The special instructional support programs serve to enhance one or more
aspects of the educational experience at MSU. Each program is
briefly described with special attention given to the program's contributions
to MSU's instructional, research, and outreach mission. Details
of the program's mission, activities, and projects are included in
appropriate program notebooks as referenced.

AMERICAN CULTURAL EXCHANGE LANGUAGE INSTITUTE

The ACE Language Institute was created on the MSU campus in
1994. The Center is sponsored by the
ACE of Seattle, Washington, and provides an intensive English language academic
preparation program for undergraduate and graduate students for whom English is
a second language. Courses are taught
primarily by trained English as a Second Language (ESL) professionals. The ACE Language
Institute works closely
with OIP to identify students who need additional language training before
pursuing their degree objectives.

[See Exhibit 2.123, ACE Language Institute Notebook.]

BIG SKY INSTITUTE

Established in 1996 by BOR approval, the BSI coordinates
initiatives to improve Science, Mathematics, Engineering, and Technology (SMET)
education for all MSU students, the Montana K-12 system, and the citizens of
Montana. The BSI directly supports the
instructional mission of MSU through its projects which are dedicated to the
assessment and improvement of SMET teaching and learning.

The BSI is currently engaged in a number of activities which
support faculty development, curricular reform, and assessment. In AY 1997-98, the
BSI awarded curriculum
reform grants to faculty to enable them strengthen inquiry-based learning and
assessment in the classroom, hosted several distinguished experts in the field
of pedagogical reform, and in cooperation with the American Indian Research
Office (AIRO) supported a pilot instructional program designed to improve the
success of first-year Native American students. Recently, the BSI has received an
NSF Institutional Reform grant
which has enabled the expansion of their activities to include a senior faculty
mentoring program for new SMET faculty, a campus-wide assessment profile which
identifies the value added by new student-centered and inquiry-based reform
efforts, and a pilot teaching portfolio project designed to enhance the current
strategies for assessing teaching and faculty effectiveness.

[See Exhibit 2.124, Big Sky Institute Notebook.]

INTERNATIONAL PROGRAMS

Responding to the rapid globalization of modern society, as well as
MSU's mission to promote students. multicultural and global awareness, the
OIP provides opportunities for MSU students to develop the international skills
and experience they will need to succeed in virtually all professional fields.
The OIP also provides needed support services for international students
attending MSU. The OIP assists faculty members seeking to be
internationally involved in their disciplines. In addition, the OIP is actively involved
in
an array of outreach activities to provide international education
opportunities within Montana.

Over the last four (4) years, the OIP has
taken an increasingly active role in enhancing the international dimension of
MSU's academic program. These activities include:

·
Expansion of semester and academic year study abroad
opportunities for MSU students, mainly through international university
partnership exchange agreements now numbering twenty-six (26) institutions in
fourteen (14) countries

·
Expansion of foreign language offerings through
development of innovative instructional approaches

·
Establishment of the International Opportunities
Resource Center (IORC) to provide quality information and advising for students
and faculty interested in international educational activities

In addition to these activities which focus
directly on the academic experience, the presence of the more than 400
international students from sixty-two (62) countries on the MSU campus provides
opportunities for students to develop an understanding of other nations and
cultures.

The OIP provides extensive services and
support to the following groups: students going abroad to study, exchange
students coming to MSU from a variety of international institutions, and
international degree-seeking students. Trained staff assist students in a number of
capacities which include, but are not limited to the following:

·
MSU students going abroad.
The OIP employs a resident coordinator of the exchange program who assists
students in preparing to study abroad. Students wishing to study aboard must complete
the following steps:

·
Application. Students must
complete an application for the program abroad. Criteria for selection vary with each
program,
but generally students must have obtained at least sophomore standing and earned
a minimum 2.50 cumulative GPA to be considered. In cases where a language proficiency
is
required, students must have completed at least two (2) years of language
instruction at the college level and/or have their fluency certified by the
appropriate faculty in the department of Modern Languages and Literatures
(ML).

·
Advising agreement. Students
must process an advising agreement prior to their departure which is signed by
their advisor and/or departmental certifying officer, a representative of the
Office of the Registrar, and a representative from the Financial Aid Office. The
advisor/certifying officer assists the student in selecting courses which are
appropriate for the student's degree objectives. The Office of the Registrar determines
which
courses are appropriate for university core requirements. The Financial Aid
Office certifies that the program of study is applicable to the student's
degree objectives and authorizes the disbursement of aid when applicable. The exchange
coordinator also works closely with the Office of the Registrar to determine
appropriate conversion formulas for international credit which are consistent
and in compliance with NASC standards. Because of the complexity of international
grading practices, courses completed on exchange are posted on the MSU official
transcript with grades of P/ F.

·
Orientation. Students must
attend an intensive orientation conducted by the OIP. In addition to
orientation, students have access to an extensive resource library in the the
OIP office in order to research the foreign institution and the country in which
they will be studying.

·
Contact exchange coordinator at
foreign institution. While the OIP does not have resident directors at each
of the exchange sites, it does maintain close relationships with exchange
coordinators and faculty at each of the sites. Students contact these personnel when
they
arrive; coordinators assist students with course selection, housing, and
advising when needed.

·
Program evaluation. Students
participating in international exchanges submit written evaluations of the
experience. Data from these evaluations is utilized by OIP to make program
improvements. Provision is also provided through standard university withdrawal
procedures for fair reimbursement to participants if the program was not
delivered as promised for reasons within the sponsor's control.

·
Accessing electronic
information. While students are studying aboard, they have, with authentic
MSU e- mail addresses, the opportunity to access a variety of electronic sources
of information. Students are encouraged to stay in contact with their academic advisor
and to utilize the Web-based schedule of classes in order to register for
appropriate courses for their return semester. Electronic access is also available
to the MSU
Libraries through the Web-based catalog (see Standard Five); such access can
also supplement basic reference materials for students in the event there are
any limitations or problems with access to the library at the foreign
institution.

·
International exchange
students. The OIP provides incoming international exchange students with a
number of services. Trained staff conduct an orientation for these students, assist
them with
identifying faculty advisors in their fields of study, ensure compliance with
immigration and immunization laws, and encourage students to participate in
community groups interested in including international students in their
activities.

·
International degree-seeking
students. The OIP supports admission personnel who assist international
degree seeking students with MSU application procedures, transcript evaluations,
and compliance with immigration and immunization laws. OIP conducts an
extensive orientation for these students as well, which often includes a
shopping trip for winter coats and gear.

In the past decade, the OIP has greatly
enhanced the opportunities for MSU students wishing to enrich their academic
experience with a study abroad experience, as well as served as a support
service for international exchange and degree-seeking students. Noteworthy
accomplishments include, but are not limited to, the following:

·
Increased participation. Participation in
study abroad programs has dramatically increased, rising from nineteen (19)
participants in AY 1994/95, to an expected total of 171 in AY 1998/99.

·
Grants. OIP has received a
major federal grant to create the Arabic Language and Middle East/North African
Studies Program. Working in cooperation with ML and the Middle East Center of the
University of Washington (UW), this innovative program utilizes interactive
video instruction and Internet technologies to offer Arabic language and
cultural studies at MSU and seven (7) other institutions in the Northern Rockies
and Great Plains.

·
Consortium. The OIP has
worked with the COB to create a consortium of universities in the U.S. and
Europe focusing on integrating distance education into undergraduate business
education to enhance international skills of business students. This program has
been funded by a major grant from the Fund for Improvement of Postsecondary
Education (FIPSE).

·
Facilities. In 1997, the OIP
moved from its former office space in Hamilton Hall to a newly renovated space
in Culbertson Hall. The new facilities provided much needed space for OIP personnel
and
operations including the development of an extensive library of materials on
available study abroad programs.

[See Exhibit 2.125, International Programs
Notebook.]

KUSM-MONTANA PUBLIC TELEVISION

The mission of Montana Public Television is
to acquire, produce, and deliver to significant Montana audiences high quality
television programming, production, and community outreach services. These non-commercial
services provide state residents with access to educational and informational
entertainment programming which is produced nationally and locally. This service is
provided with the cooperation of Montana Public Television's two (2) licensees:
Montana State University (KUSM-TV) and the University of Montana (KUFM-TV). KUSM's
station
manager reports to the Dean of the College of Arts and Architecture.

KUSM is funded through a number of sources
which include private donations, coordinated through the Friends of Montana
Public Television, a federal grant from the Corporation for Public Broadcasting,
and MSU.

In keeping with the land-grant mission of
MSU, KUSM-TV serves as a telecommunications center providing a full range of
technical and creative services to the university, as well as state and federal
agencies in the region. KUSM-TV also partners with the MSU Media and
Theatre Arts Department, and many of the technical facilities are shared by both
the station and the academic program. Faculty and staff have shared appointments
with the station and their respective academic departments. Students may
supplement their educational experience by working as interns and/or student
employees for the station. Currently, KUSM-TV reaches about 180,000
households in Montana with 24-hour-a-day scheduling.

[See Exhibit 2.126, KUSM-Montana Public
Television Notebook.]

MUSEUM OF THE ROCKIES

The Museum of the Rockies (MOR), fully
accredited by the American Association of Museums (AAM), is one of four (4) such
institutions in the state and the only university museum to be so
recognized. The
MOR serves its public role as the largest general museum encompassing art,
history, and science in the five (5)-state region of Montana, Idaho, Wyoming,
and the Dakotas. Its Taylor Planetarium is the only such facility in the region.
The museum is widely recognized for its positive impact on the economy of the
area and its service to the people of the region. The museum also serves an educational
and
research role as an academic division of MSU. The MOR director serves in a capacity
as dean
and director and participates fully on the Provost's and Dean's Councils. MOR curators
and
researchers hold professional and tenure-track faculty positions. Many MSU academic
faculty also hold adjunct curator posts or research associate positions at the
MOR.

From its inception in 1957, the MOR has
evolved from the Montana State College Historical Museum, originally housed in
surplus Quonset huts and later in an abandoned dairy barn, to a state-of-the-art
facility. Currently, the MOR facilities include a DIGISTAR planetarium, an
auditorium, classrooms, meeting rooms, galleries, exhibition halls, offices,
laboratories, collections storage areas, and preparation space. The MOR has evolved
into a place to visit, study, and learn. Approximately 125,000 people visit the
museum each year. Of these, 16,000 are school children who come for museum tours and
special classes with museum staff.

The academic mission of the MOR is
twofold. First,
it directly supports the instructional/research mission of MSU though a variety
of activities. In 1998, more than 3,000 MSU students were assigned to do research
at the
MOR. In any
given year, up to ten (10) graduate students are pursing degrees under the
direction of museum curators. Museum curators and directors regularly teach
in academic programs, and museum staff serve on university-wide committees. At the
present time,
any credit for museum courses is managed through extended studies and/or
individual academic departments.

Second, in keeping with the land-grant
mission of MSU, the MOR supports a variety of special instructional
opportunities for the region and the state. In 1998, the MOR provided such activities
by
hosting over 50,000 school children in a three (3)-state region using museum
teaching trunks and portable planetariums. The museum also sponsored museum lectures
and
classes which were attended by over 5,000 people, taught a summer paleontology
field program for 300 participants, and provided special teacher training for
900 of Montana's primary and secondary teachers.

[See Exhibit 2.127, Museum of the Rockies Notebook.]

NATIONAL STUDENT
EXCHANGE

Housed in and administered by the GENS, the NSE program
provides students with the opportunity to study at one of the 155 universities
and colleges that are members of the NSE consortium. The NSE program was
established in 1968 as an opportunity for students to broaden their
undergraduate educational experience without incurring substantive financial
costs. Students
may exchange on either Plan A which allows them to study at another institution
while paying that institution's in-state tuition rate, or Plan B which allows
the student to pay Montana in-state tuition. In order to participate in the program,
students must apply and be accepted. Students must have at least sophomore
standing, have a minimum 2.50 cumulative GPA, and have an advising agreement
signed by their departmental certifying officer (or advisor), the Registrar, and
the NSE coordinator. The advising agreement ensures that the courses the student plans
to take
are pre-approved as acceptable for degree and university requirements. The NSE program
has
been a very popular option for students. MSU has consistently sponsored approximately
fifty (50) students a year, as well as hosted over sixty (60) students from
other institutions.

[See Exhibit 2.128, National Student Exchange Notebook.]

SHAKESPEARE IN THE
PARKS

The university's traveling summer Shakespeare program began
in 1973 as a theatrical experiment with a voluntary company of actors. Currently,
the
program supports a company of professional actors who last year gave sixty-eight
(68) performances in fifty-one (51) Montana Communities. It is estimated that
their performances have reached audiences totaling over 20,000.

The mission of the company is to bring quality, live theatre
to as many Montana communities as possible with particular emphasis on rural
areas. The
company is funded by the university, federal grants, private donations, and
sponsorship fees raised by the host communities. The company is entirely mobile with
ten (10)
professional actors on tour throughout the summer.

In the 1993, Shakespeare in the Parks instituted a
Shakespeare in the Schools tour as a pilot project designed to enhance the
educational experience of Montana students of all ages. The program was so
well received that within three (3) years, the number of schools benefitting
from the program almost tripled. After the 1996 tour, Shakespeare in the
Schools announced a one (1) year moratorium in order to develop a plan to make
productions more engaging to young people and to more closely meet the needs of
teachers and students. This resulted in a statewide tour of a seventy-minute version
of Macbeth
along with workshops and discussion sessions with the actors.

[See Exhibit 2.129, Shakespeare in the Parks Notebook.]

UNDERGRADUATE SCHOLARS
PROGRAM

Consistent with MSU's instructional mission of linking
research/creative activity with instruction, the USP coordinates a variety of
joint projects between faculty and undergraduate students.

The primary responsibilities of the USP
include, but are not limited to the following:

·
Coordination of faculty/student
projects. The USP serves a central clearinghouse for application forms,
registering students for credit, and arranging for assistance grants. Students wishing
to
participate in an undergraduate research project must submit an application
which outlines the basic area of research/creative activity and identifies a
faculty mentor with whom the student will conduct the project. Students register
for either USP 489 credit or an appropriate 489 credit in their respective
discipline. Students are eligible for assistance grants which include: $300 for fee
waivers; $350 maximum for travel, equipment time or supplies; or $700 for hourly
employment in laboratory or field projects. The average grant per year per student
for
undergraduate research is $375.

·
Coordination of the annual
Undergraduate Scholars Conference. Each spring, the USP sponsors a day long
conference which is modeled after professional meetings. Students present
their findings at presentation and poster sessions. Faculty serve as
session moderators and research mentors. The conference held in Spring 1999 was the
8th annual Undergraduate Scholars Conference.

·
Promotion of connections with
other MSU research projects. The USP director coordinates and facilitates
connections between student projects and other MSU research projects and
centers. For
example, projects are often co-sponsored by such programs as the Museum of the
Rockies, the Mountain Research Center, the Center for Computational Biology, the
Montana Water Center, the Center for Biofilm Engineering, and the Geographic
Information and Analysis Center.

The USP began in 1990 and involved a
handful of faculty and students. The program has subsequently grown and been
integrated into the undergraduate educational experience. The program currently
employs a half-time director with part-time secretarial support. Funding for the USP
comes from a combination of sources including the Office of the Vice President
for Research, sponsoring centers, the Montanans on a New Track for
Science/Experimental Program to Stimulate Competitive Research (MONTS/ EPSCoR)
program, and individual academic colleges. Trends of student and faculty
participation in the program are shown in Table 2-77.

Table 2-77

USP STUDENT AND FACULTY
PARTICIPATION

Academic Year

Fall
Students

Fall
Faculty

Spring
Students

Spring
Faculty

Summer
Students

Summer
Faculty

Total
Students

Total
Faculty

1995-96

67

51

94

67

16

16

177

134

1996-97

72

58

121

69

54

32

247

159

1997-98

96

53

98

53

42

26

236

132

Assessing the strengths of the USP program
and the value it adds to the undergraduate educational experience includes the
following indicators:

·
Increases in participation.
As indicated in Table 2-77, student participation in the program has increased
nearly 25% - approximately 20% of MSU's faculty mentor students in
undergraduate research/creative activities.

·
Institutionalization of the
program. The selection of a permanent director in 1996 provided the program
with stability and focus. Recognizing and funding the program as an
integral part of instruction has provided the institution an opportunity to
better document its mission of integrating research/creative activity into the
instructional experience. In addition, establishing the Undergraduate
Research/Creative Activity Instruction rubric, in both the USP and all academic
departments, has provided a mechanism for recognizing student and faculty
efforts.

·
Enhanced student learning.
The best measure of enhancements to student learning is demonstrated by the
number of student projects which have been of a quality suitable for local,
regional, and national presentation. Since 1996, students have presented papers and
posters locally at the Undergraduate Scholars Conference, Mountain Research
Center symposia, departmental seminars, Montana Academy of Sciences annual
conference, and the Optical Technology Center annual conference. Several students
have gone on to present their work at regional and national meetings of the
Geological Society of America, American Society of Microbiologists,
Entomological Society of American, National Conference on Education for Gifted
and Talented Native People, and the National Council on Undergraduate Research
session for Congress in Washington, DC. Two (2) students accompanied their faculty
mentors to the Kennedy Space Center where their microbiology project was part of
the Atlantis shuttle mission in 1997. Students have also been contributors and
junior authors on refered publications by their faculty mentors in the fields of
business, ecology, entomology, and plant pathology.

[See Exhibit 2.130, Undergraduate Scholars
Program Notebook.]

UNIVERSITY HONORS PROGRAM

The University Honors Program (UHP)
provides academically motivated students with unique and challenging
opportunities to supplement their degree objectives with interdisciplinary
course work and undergraduate research and creative activity. While the UHP does
not grant a degree as such, students who complete UHP requirements receive
recognition on their MSU official transcript. In order to qualify, students must complete
designated honors courses and maintain a minimum 3.50 cumulative MSU GPA. To graduate
with
distinction from UHP, students must maintain a minimum 3.70 cumulative MSU GPA
and submit and defend an undergraduate thesis.

The quality of the program is demonstrated
by several indicators. First, enrollment in the program has steadily increased. Over
the past five
(5) years, enrollment in UHP has nearly doubled. Currently over 400 students are active
in the
program. Of
those students, nearly 70% are in-state students. Second, an extraordinary number
of MSU honors
students have received national recognition for their excellence. For example, MSU
honors students have received twenty-eight (28) of the national premier math and
science Goldwater Scholarships. In the past decade, honors students have been
awarded one (1) of only fifty (50) Phi Kappa Phi Graduate Fellowships awarded
each year. Many
of the students in the honors program have also been awarded MSU Presidential
Scholarships. The university's most prestigious undergraduate scholarship, the
Presidential Scholarship, is awarded to up to twenty (20) entering freshmen each
year; the scholarship includes four (4)-year tuition and fee waivers, as well as
a monetary merit grant.

The UHP also coordinates the Directed
Interdisciplinary Studies (DIS) degree. Undergraduate students who are interested
in
pursuing an area of scholarly/creative inquiry outside the established
departmental structure of MSU may pursue either a B.A. or B.S. in DIS. The DIS degree
provides the student with the opportunity to integrate more than one (1)
traditional discipline of study. Students pursuing the DIS degree are under the
direction of an undergraduate faculty which is comprised of three (3) or more
faculty members representing the different disciplines. The Committee
approves the student's program of course work, as well as directs a final
senior project or thesis. Since 1990, fourteen (14) students have
complete DIS degrees. Currently, there are eight (8) students enrolled in the DIS
program.

[See Exhibit 2.131, University Honors
Program Notebook.]

WWAMI

WWAMI is a cooperative program of the
University of Washington (UW) School of Medicine and the states of Wyoming,
Alaska, Montana, and Idaho. It is a program which makes medical education
accessible to students in the northwestern United States by decentralizing the
educational process and by sharing existing facilities and personnel in
universities and communities in the WWAMI states. Support of WWAMI by the State of
Montana
allows twenty (20) qualified Montana residents to be admitted to the UW School
of Medicine each year. WWAMI is a medical school program, not a pre-med program.
Students who enter the program are enrolled in UW's School of Medicine, but
their first year of medical school basic science courses are taken in their home
states. First
year programs exist at MSU, as well as Washington State University (WSU) in
Pullman, the University of Wyoming (UW) in Laramie, the University of Alaska
(UA) in Anchorage, and the University of Idaho (UI) in Moscow. At all these sites,
first year medical students participate in a curriculum similar to and
compatible with that of the UW School of Medicine's first year. After the first
year, WWAMI students join their classmates on the Seattle campus.

[See Exhibit 2.132, WWAMI Notebook.]

WESTERN GOVERNORS' UNIVERSITY

Montana's governor is a member of the
Western Governors. Association, and MSU has been designated as a pilot campus
for the Western Governors. University (WGU). In that role, MSU staff participated
in
planning the pilot program, and MSU faculty participated in course curriculum
design. While
MSU has contributed courses to the WGU catalog to assist in evaluating that
system, no students have enrolled in those courses through WGU.

The initial focus of WGU has been on two
(2)-year, competency-based degree programs which is a better match with the
mission of the MSU College of Technology (MSU-COT) in Great Falls, a two
(2)-year institution with a substantial distance-delivery program. For the immediate
future, MSU will continue to participate in the WGU through its faculty and
staff, but the primary course offerings will be delivered through the
MSU-COT.

[See Exhibit 2.133, Western Governor's
University Notebook.]

CONTINUING EDUCATION AND SPECIAL LEARNING ACTIVITIES

MSU supports the Montana State Extension
Service (MSES), Extended Studies (ES), and the Burns Telecommunications Center
(BTC), all of which address MSU's outreach mission. Each is briefly
described, giving special attention to its contributions to outreach. Details of each
are
included in appropriate notebooks as referenced.

In the past decade, the organizational
structure of extension, continuing education and extended studies, and
distance/distributed learning has undergone a number of significant changes as
illustrated by Figure 2-04, Organization of Extension, Continuing Education and
Extended Studies, and Distance/Distributed Learning 1990; and Figure 2-05,
Organization of Extension, Continuing Education and Extended Studies, and
Distance/Distributed Learning, 1998.

As illustrated, prior to 1990, MSES was
housed in and administered by the COA. In 1990, MSU created the Dean of Outreach and
Extension position. This position was responsible for a variety of outreach and extension
activities including extended studies and summer school. The position
reported to the Vice Provost for Outreach and Extension. With the retirement
of the Vice Provost and the departure of the Dean of Outreach and Extension, a
number of responsibilities were reassigned to other positions. The responsibilities
for continuing education, ES, and distance/distributed learning were assigned to
the Director of the BTC and ES who reports to the Vice Provost for Outreach and
Executive Director of Information Services. The academic budgeting and course scheduling
portions of summer school were assigned to the Vice Provost for Academic
Affairs, and the MSES was assigned to a newly hired Dean of Extension.

MONTANA STATE EXTENSION SERVICE

The mission of the MSES is to serve as an
educational resource dedicated to improving the lives of Montana's citizens by
providing research-based knowledge to strengthen the social, economic, and
environmental well-being of families, communities, and agricultural enterprises
in the State of Montana. The MSES accomplishes its mission by
developing and delivering education and information through an established
system of county and reservation agents and campus specialists. MSU Extension agents
and specialists provide the link between new technologies developed by
land-grant universities and the application of these developments to the state's farmers,
ranchers, families, youth, and communities. Agents and
specialists also serve as liaisons between their stakeholders and USDA programs
and other federal and state agencies.

Currently, the MSES has fifty-four (54)
local offices serving fifty-six (56) counties and four (4) reservations.Extension
programs offer non-credit educational assistance and training for farmers,
ranchers, small businesses, manufacturers, governmental agencies, human service
providers, families, and communities. MSES educational efforts focus on four (4)
major areas: agriculture, 4-H and other youth programs, family and consumer
science, and community development. Statewide, MSU Extension agents and
specialists focus their educational resources in the following ways:

·
Agriculture: 50%. Projects
focus on such areas as water quality, farm and ranch management, crop and pest
management, range and livestock management, and sustainable agriculture.

·
4-H and other youth programs:
26%. Currently, approximately 30,000 of Montana's youth are involved in the "hands on"
learning experiences of programs such as 4-H.

·
Family and consumer science:
16%. This focus includes projects such as Education Families to Achieve
Independence in Montana (EDUFAIM) which is designed to provide limited resource
families with the knowledge, attitudes, and skills needed for self-sufficient
living such as nutrition and health, individual and family development, and
financial management.

·
Community development: 8%.
Projects focus on areas such as tourism, economic and business development,
leadership and organizational development, and community planning.

In addition to these areas, the MSES also
participates the Fire Services Training School (FSTS) and the Montana Pollution
Prevention Program (MPPP). The goal of the FSTS is to assist local
governments in building capacity for protecting the safety of citizens,
property, the tax base, and infrastructure from harm caused by unwanted fires,
accidents, injuries, hazardous materials, and other emergencies.

[See Exhibit 2.134, Montana State Extension
Service Notebook.]

EXTENDED STUDIES AND BURNS TELECOMMUNICATION
CENTER

As previously discussed, the reorganization
of outreach and extension resulted in including responsibility for ES with the
director of the BTC. Currently, ES and the BTC are self-supporting outreach entities
which are
managed by a director who reports to the Vice Provost for Outreach and Executive
Director of Information Services.The decision to include ES under the
director of the BTC was based in part on the logical connections between the
outreach functions of ES and the new, state-of-the-art communications center
that provides development and support services for faculty participating in
distance/distributed learning.

Extended Studies

In keeping with the land-grant mission of
MSU, the mission of ES is to extend and expand the educational resources of MSU
to the citizens of Montana. The ES on- and off-campus instruction is in
the form of courses, institutes, and conferences for individuals not regularly
enrolled at MSU. Credit and non-credit courses are offered at various locations across
the
state. Increasingly, instruction is provided through the use of
telecommunications technologies for distance learning, such as interactive video
and telecomputing. ES course fees vary and are established on a per-course basis.
ES is
divided into following three (3) major program areas:

·
Credit courses. All credit
courses funded outside of the University academic budget are offered through ES,
and credit courses are the only centralized outreach effort on the MSU campus.
These courses are offered on

campuses
throughout the state, as well as nationally and internationally via distance
learning technologies. Credit courses offered through ES are subject to the same curriculum
review processes as regular resident courses (see Figure 2-02, Review Process
for Courses, Curricular Changes, Options, and Degree Programs). Faculty must be
approved by the academic department. Participants must meet the same prerequisites
and criteria as if the course were offered as part of the campus academic
program. Credit
courses are offered at the request of instructors, departments, participants,
and/or are based on needs assessment conducted by ES or other professional
associations. All costs for ES credit courses must be covered by fees, grants,
contracts, or other outside sponsorship. Grades are reported by ES to the MSU Registrar
who maintains all transcripts. No courses offered are measured by outcomes
alone or other non-traditional means.

·
Non-credit life-long learning and
professional development. ES offers a wide variety of professional
development and life-long learning programs and non-credit short courses. Non-credit
programs
are held throughout the state and are funded by fees, grants, contracts, and
outside sponsorship. Professional development opportunities are offered in business,
nursing,
education, allied health, engineering, health and human development, arts and
architecture, and letters and science. Instructors are MSU faculty, staff, and other
qualified individuals. ES collaborates closely with MSU campus departments on non-credit
offerings. In
some cases, Continuing Education Units (CEU) are awarded for many of the
professional development programs and CEU records are managed by the MSU
Registrar. Certificates of Attendance are awarded by ES who also keeps records of
all programs and participants. This division of ES also manages the Elderhostel
program which is offered on a variety of topics at numerous sites around
Bozeman. In all
cases, CEU and non-credit offerings are reviewed by the appropriate departments
and/or faculty to ensure that the instructor and content meet the relevant
academic standards and that the offering is appropriate as an ES offering.

·
Institutes and
conferences. ES Institutes and Conferences organizes non-credit institutes and
conferences that are offered throughout Montana. Institutes and conferences are offered
in
conjunction with various MSU colleges, in collaboration with statewide
professional associations or state agencies, or developed by ES staff. Institutes
and
conferences are funded by fees, G&C, or outside sponsorship. Topics include
pre-college programs and summer camps, small business support, K-12 education
and education administration conferences, and professional development for a
wide variety of disciplines.

ES maintains records on all courses and
programs, including budget, credit approval, registrations, logistics, and
evaluation. This information is provided to appropriate individuals such as
instructors, department heads, sponsoring agencies, and planning committees
following completion of the course or program. All offerings are in compliance
with the applicable BOR policies governing ES credit [Exhibit 2.01, BOR Policy
304.1] and non-credit courses and programs [Exhibit 2.01, BOR Policy
304.2]. Fees,
tuition, salaries, and program/course requirements are mandated by these
policies. A
summary of the number of participants in credit and non-credit courses is shown
in Table 2-78, ES Credit and Non-Credit Course Participants.

Table 2-78

ES CREDIT AND NON-CREDIT COURSE
PARTICIPANTS

Academic Year

Participants in Credit
Courses

Participants in Non-credit
Courses

Total Participants

AY 90-91

2024

782

2806

AY 91-92

1447

984

2431

AY 92-93

1817

2055

3872

AY 93-94

1939

865

2804

AY 94-95

2151

1919

4070

AY 95-96

2265

4283

6548

AY 96-97

1984

1596

3580

AY 97-98

2811

2177

4988

[Exhibit 2.135, Extended Studies
Notebook.]

Burns Telecommunications
Center

In 1993, MSU secured funding for a
state-of-the-art telecommunications facility to explore next generation
technologies, supporting both the outreach and education missions of MSU. The BTC
opened its
doors in the E/PS building in February 1997 and functions as a self-sustaining,
multi-purpose, instructional communications facility. The BTC was named
after U.S. Senator Conrad Burns, a national advocate for enhancing rural
vitality using affordable telecommunications resources. As a self-supporting
unit of MSU, the BTC was created by education, business, and industry leaders as
a catalyst for change and a support center for the outreach mission of MSU.

The BTC serves multiple educational
functions for MSU and the community and state. Such functions include, but are not
limited to
the following:

·
Supporting and initiating projects and programs that
benefit the teaching, service, and research mission of MSU. This function
includes technical support for on and off-campus efforts, distance learning
course and program support, training and professional development for utilizing
new technologies, multi-media design and support, and development and
marketing.

·
Creating the climate for improved quality of life
through the use of technology.

·
Generating a supplemental funding source to support
telecommunications initiatives.

·
Building local, state, and national collaborations and
alliances.

·
Assisting in the development of collaborative
fund-raising efforts.

Funding for both ES and the BTC comes from
state appropriated dollars, G&C, program fees, and fees for services. Both entities
are
expected to generate a significant portion of their operating and personnel
costs. In
addition, the BTC is actively involved in a capital campaign to generate funds
for equipment purchases, maintenance, and depreciation, as well as ongoing
research and program development. Budget allocation and G&C activity data is
included in Table 2-79, BTC Budget Allocations and Grants and Contracts.

Table 2-79

BTC BUDGET ALLOCATIONS AND GRANTS AND
CONTRACTS

Academic Year

Budget Allocations

Grants and Contracts Activity

AY 90-91

$100,302.00

$61,734.00

AY 91-92

$83,711.00

$82,805.00

AY 92-93

$166,999.00

$79,893.00

AY 93-94

$109,249.00

$28,893.00

AY 94-95

$185,332.00

$129,651.00

AY 95-96

$218,272.00

$210,448.00

AY 96-97

$229,428.00

$255,451.00

AY 97-98

$233,913.00

$676,291.00

[See Exhibit 2.136, Burns Telecommunications
Center Notebook.]

DISTANCE/DISTRIBUTED LEARNING

In keeping with its land-grant mission, MSU
is in the pilot stages of developing distance courses and programs which best
serve specific constituencies in the state. Development and delivery of
distance/distributed learning at MSU has been focused primarily on specific
markets which are best suited to distance delivered programs and courses. Currently,
efforts
have been focused on the delivery of the MSSE [Exhibit 2.137, MSSE] to Montana
teachers who wish to engage in professional development without taking a leave
of absence from their positions; M. of Nursing, and more recently, the
delivery of undergraduate nursing courses to the MSU-Billings campus; and
graduate courses in CE which are delivered on an "as needed" basis to
professionals primarily in the DOT. [See Exhibit 2.138, Distance/Distributed
Learning Course Inventory, for a complete inventory of courses and programs
which utilize distance/distributed learning.]

Delivery of distance/distributed learning
at MSU is accomplished by offering courses through individual departments or
programs or through ES. Courses delivered through the specific
academic units are subject to compliance with BOR policy [Exhibit 2.01, BOR
Policy 303.7]; courses delivered through ES are also subject to BOR policy
[Exhibit 2.01, BOR Policy 304.1]. Each policy is consistent with the standards
set by NASC regarding delivery of continuing and distance education. Each of these
policies clearly defines not only what courses are offered, but by whom and at
what cost. The
key requirements of each policy are discussed with attention given to ways in
which MSU is addressing those standards.

Delivery of courses/programs are in
compliance with the following:

·
Programs and courses are consistent with approved campus
mission statements. As discussed, MSU has focused on delivering programs/courses
which provide specific external stakeholders with the opportunity to enhance
their professional development. In the case of undergraduate nursing, delivery
of these courses allows students to complete their first two (2) years at
MSU-Billings and transfer to MSU for their clinical assignment. In the past students
had to transfer to Bozeman, complete those four (4) undergraduate nursing
courses, and then apply for their clinical assignment. Offering the courses
at a distance has been particularly responsive to students. needs of completing
their degrees without significant delays.

·
Instructors responsible for credit courses meet the
standards used by the institution for faculty appointment, including review and
approval at the department level. Faculty assigned to distance/distributed
education are generally resident tenure-track faculty who are evaluated on a
regular basis through P&T and annual review processes (see Standard
Four).

·
Provision is made to maintain quality of the courses in
situations where enrollments are greater than would normally occur in
classroom-based courses. At this time, no distance/distributed learning
courses enrollment exceeds that which is delivered in resident courses.

·
The campus provides support services for faculty who
are, or wish to become, involved in distributed learning by assisting them in
course development and/or updating skills. Faculty may avail themselves of these services
through the BTC for help in developing and providing the courses. In many cases,
departments offer courses using their own resources.

·
Students who wish to enroll in programs offered through
distributed learning satisfy the same requirements for admission to the
institution, program, and courses as would students enrolling in traditional
on-campus programs and courses. Students enrolled in the distance/distributed
learning programs have been admitted to MSU and are subject to the same
admission criteria as resident students.

·
Students who are enrolled in distributed learning
courses are provided with academic and student support services appropriate to
the program and comparable to those provided other students in like programs,
including academic advising, library and computer services, and financial aid
services. Bookstore and library services are available to students at a
distance. The
Libraries has implemented electronic Web-based access to its catalog, as well as
a variety of information resources. Other information is available via Internet,
including information databases that are available from commercial vendors. The Libraries
and
the ITC have recently implemented a proxy server to make those commercial
information bases available to distant learners. Advising services are provided by
academic
departments or ES, depending upon the program of study.

·
Students are assessed regular "in-load" registration
fees for courses; distance delivery fees may be assessed to defray the actual
cost of delivery at a distance and may not exceed $100 per credit.

·
Delivery of courses/programs through ES requires
basically the same standards with the exception of the following: numbers of
student enrolled in continuing education programs is not submitted with the
institution's regular enrollment data, and fees collected for continuing
education are determined on a separate cost of education formula to ensure the
courses are self-supporting.

Development of distance/distributed
learning opportunities has been conservative; however, careful consideration has
been given to examining potential market needs consistent with the instructional
mission of MSU and the long-range financial plan for the delivery of
distance/distributed learning [Appendix 1-C, Long Range Plan, 1994].

[See Exhibit 2.139, Distance/Distributed
Learning Notebook.]

CONCLUSIONS

EFFECTIVENESS OF INSTRUCTIONAL PROGRAM AND MSU
MISSION

Effectiveness of the instructional program
of MSU is best illustrated by the identification of the ways in which
undergraduate and graduate instructional activities contribute to the
fulfillment of the institution's mission; the development of systematic,
institutionalized policies and procedures for assessing the quality of the
instructional program; and the development of institutionalized policies and
procedures for continuously improving the delivery of instruction which enhances
the institution's ability to meet its mission.

A detailed analysis of the ways in which
each academic unit contributes to the instructional mission has been provided in
the previous sections. In summary, for each of the goals of the instructional mission,
the
institution has delivered quality instruction and activities which fulfill the
instructional mission. For each goal, the institution has identified areas of concern
and has
developed strategies for improvement.

Emphasis on the centrality of the
liberal arts and sciences to undergraduate education

The institution has fulfilled this goal
through its general education core requirement which is an element of every
undergraduate degree program. Under the stewardship of the university Core
Curriculum Committee (CCC), the general education requirement is periodically
reviewed. In
the past decade, substantive improvements have been made in the availability of
core courses, and strategies have been identified for assessing both the quality
of core courses, as well as the overall value added by general education. Assessment
of the
core has included data from graduating seniors and alumni, teachers of the core,
and, more recently, a survey of MSU faculty and a survey of current MSU
students. The
data has consistently supported the fact that students generally perceive that
their education at MSU has been effective in preparing them for the professional
world relative to the nine (9) goals of general education. Data has also
demonstrated the need for improvement in several areas in addition to
appreciation of fine arts. Faculty reported that they would like to see
the number of credits in mathematics (30%) and writing (47%) increased. Current students
reported less satisfaction with "appreciation of other cultures" than
graduating seniors or alumni. The CCC is charged with examining these issues
and developing strategies for improvement. The broader assessment of general education
and the development of strategies for capturing mid-program data on student
outcomes is being addressed by the Hewlett Core project.

Integration of instruction with
research and creative activity

In keeping with its tri-part mission, the
institution supports the teaching, research, and outreach activities of the
faculty. Details of the roles and responsibilities of the faculty can be found in
Standard Four. In regard to the integration of research and creative activity into
the
instructional program, the institution has actively promoted integration in both
the graduate and undergraduate instructional programs. The integration is
best illustrated by the development and growth of the USP; the sustained growth
of the number of undergraduate students involved in some form of undergraduate
research/creative activities as evidenced by the PQO audit of students enrolled
in USP and departmental 489/490 courses; the expansion of departmental capstone
courses to include a co-requisite 489/490 requirement; and the piloting of the
sophomore level research/creative activity experience in the Hewlett Core
project.

Promotion of interdisciplinary
educational opportunities

The institution has supported a number of
undergraduate and graduate activities which promote interdisciplinary
learning. At
the undergraduate level, the commitment to interdisciplinary opportunities is
illustrated by the following: DIS program, interdisciplinary undergraduate
degrees in areas such as Biotechnology, and the Hewlett Core project which
includes the pedagogical "pairing" of core courses to maximize student's
understanding of global issues and ideas from multiple perspectives. At the graduate
level, students have a number of opportunities to participate in
interdisciplinary degree programs such as health administration, land
rehabilitation, and science education.

Development of critical and creative
thinking, effective communication, and multicultural and global
awareness

These are essential goals of both the
university core and each degree program. As discussed in the assessment of each
academic unit, faculty have identified strategies for assessing students.
discipline-specific, problem-solving and communication skills in each degree
program. At a
minimum, every undergraduate student demonstrates her/his mastery of these
skills in the departmental senior capstone course. The integration of
multicultural and global awareness into the instructional program is further
enhanced by the expanded opportunities for students to participate in NSE and/or
the ISEP. With
the global access afforded by the BTC, faculty are also infusing international
and global experiences into the classroom. For example, students in the COB senior
capstone course participate in a competitive business simulation game in which
they not only compete with other teams in the course, but with student teams
from the University of Galway and University of Ulster.

Increase in the quality of
undergraduate education through smaller classes and active learning

Data from a variety of sources support
student and faculty preference for smaller classes and active learning. The CCC survey
of
core courses confirmed that those courses viewed as most effective are either
small or are comprised of a large lecture with a small supporting recitation or
laboratory component. In the recent student survey of core courses, over 70% of the
1,455
students indicated that they learn better in core courses where enrollment is
small.

The institutional commitment to smaller
classes and active learning is illustrated by the expansion and support of the
university freshman seminars; the departmental support of career courses, the
reconfiguration and reduction of class sizes in ENGL 121 - College Writing I,
and the reintroduction of small recitation sections for university core courses
in areas such as history. The integration of active learning has been
enhanced by the activities of the BSI (pp. 122-123).

Enhancement of the quality and
availability of the advising processes

The institution supports the delivery of
quality advising. The faculty-based model is supported by departmental professional
advisors, by the GENS program, and by a variety of student resource services
housed in student affairs. Data on the effectiveness of advising is
periodically gathered from graduating seniors and alumni. Improvement in the
quality of advising is illustrated by the submission and implementation of a
department/college advising plan, and the submission of a University Advising
Plan to the Provost for consideration and implementation.

Increase in the quality of education
through greater access to information technologies

The integration of information technologies
both into teaching and learning has been an on-going institutional
commitment. The
fulfillment of this goal has been greatly enhanced by student computer and
equipment fees, the development of the MSU Libraries Web catalog system, and the
development of dedicated smart. classrooms and facilities. Approved in 1983 by
the BOR [Exhibit 2.140, BOR Item 940.23, Approval of Student Computer Fees; and
Exhibit 2.141, BOR Item 940.26, Approval of Student Equipment Fees], students
are assessed a computer fee and an equipment fee on a per credit
basis. These
fees are dedicated to the purchase and maintenance of information technology for
the instructional program which directly benefit the students (computer fee), as
well as supporting equipment, both electronic and otherwise (equipment
fee). The funds
are administered by the Computer Fee Allocation Committee (CFAC) and the
Equipment Fee Allocation Committee (EFAC) in accordance with specific BOR
criteria. Currently, the computer fee and equipment fee is $4.00 per credit and
generates approximately $600,000 per year. These funds support student global labs,
student Internet and e-mail access, and other college/departmental requests
which meet the BOR criteria. The development of the MSU Libraries Web
catalog system has greatly enhanced student and faculty access both on and off
campus. Dedicated smart. classrooms and laboratories are available in the new
E/PS building, as well as in other classroom facilities such as teaching
computer labs across campus.

Expansion of off-campus access to the
institution

Access to classes and educational resources
throughout Montana has been expanded by increasing the use of
telecommunications, by assuring that the focus of Extension and Outreach
educational programs is on the critical needs of Montana, and by expanding the
opportunities for place-bound, life-long learners to gain access to the
information resources and services of the university. The development of
distance/distributed education opportunities have been focused on several
programs which are delivered to students with very specific needs.

EFFECTIVENESS OF INSTRUCTIONAL PROGRAM AND
ASSESSMENT

As evidenced by the examples and details
supplied in the academic sections, the institution has demonstrated that it has
delivered a quality instructional program which fulfills its instructional
mission. In
order to sustain and continuously improve the instructional program, the
institution must also have in place policies and procedures for assessing
programs and student outcomes. As discussed in detail in previous sections,
the institution supports a decentralized model of assessment which is comprised
of the following components:

Assessment and Outcomes
Committee

Serving in an advisory capacity to the
Provost, the A&O Committee functions as a steward of the assessment process
and activities. The committee consults with departments on assessment issues, serves
as a
clearinghouse for assessment information, posts and maintains the department
assessment plans and summaries, and supports assessment activities which have
promise for university-wide application.

The A&O Committee is chaired by the
Campus Assessment Coordinator who is also the Assistant Vice Provost for
Academic Affairs. The Campus Assessment Coordinator serves as an advisor to each department
assessment representative for coordination of assessment plans, assessment
summaries, and capstone courses.

Departmental assessment plan and
assessment summary cycle

In concert with the biennial catalog review
cycle, departments engage in a review of their programs. Each department has
an Assessment Plan which identifies:

·
Degree objectives

·
Expected competencies including

·
Discipline-specific knowledge

·
Communication skills

·
Problem-solving skills

·
Student learning assessment

·
Discipline-specific knowledge

·
Communication skills

·
Problem-solving skills

·
Program assessment

·
Feedback from current students

·
Feedback from outside constituencies

·
Evaluation of teaching

·
Curriculum review

·
Application

Each department also has an Assessment
Summary which identifies:

·
Assessment Activities

·
Discipline-specific knowledge

·
Communications skills

·
Problem-solving skills

·
Assessment results

·
Discipline-specific knowledge

·
Communications skills

·
Problem-solving skills

·
Program improvements

·
University-level suggestions

·
Department-level suggestions

·
One (1)-year departmental commitment

·
Five (5)-year departmental commitment

Senior capstone courses

Each degree program has a senior capstone
course, where students integrate principles, theories, and methods learned in
courses required throughout their major. They creatively analyze, synthesize,
and evaluate learned knowledge in a capstone project which has a professional
focus. They are
ultimately required to communicate the results of the project effectively at a
professional entry level by a method appropriate to their discipline.

EFFECTIVENESS OF INSTRUCTIONAL PROGRAM AND
FACULTY, LIBRARY, AND STUDENTS

MSU is committed to high standards of
teaching and learning as evidenced by its commitment to sufficient human,
physical, and financial resources to support the delivery of high quality
undergraduate and graduate instruction. Of particular relevance to the delivery of
the
instructional program is the currency and qualifications of faculty and their
commitment to teaching and scholarship, evidence of adequate facilities for
delivery of instruction, evidence of adequate library and information resources
supporting instruction and scholarship, and evidence of student outcomes and
accomplishments.

Faculty

In general, commitment to the instructional
program is evidenced by the dedicated involvement of faculty in the entire
continuum of teaching and learning, from freshman seminars and university core
courses to undergraduate and graduate research. In addition, over 70% of the faculty
responding to the recent Faculty Survey indicated they were prepared for their
advising responsibilities. Issues related to the balance between teaching
and research, work load and support for professional development, as well as
details relevant to the currency and qualifications of the faculty, are
addressed in Standard Four.

Facilities

Generally, the adequacy of teaching
facilities appears to be relative to the discipline. Lack of studio space
for the fine and performing arts has resulted in increased departmental academic
gates in an attempt to control enrollment. Laboratories for natural sciences courses
are
in need of renovation and updating. In contrast, state-of-the-art facilities and "smart
classrooms" are available in some departments and colleges. Strategies for
improvement and for addressing these disparities, as well as specific data on
the adequacy of classroom and research facilities, are provided in Standard
Eight.

Libraries and information
resources

Integral to the institution's
instructional and research mission is the access to adequate library and
information resources. Delivery of this resource has been chronically problematic.
The graduating
senior and alumni have consistently reported dissatisfaction with library
holdings. Over
50% of the faculty reported that library resources are inadequate to support
undergraduate and graduate education, as well as their own scholarly needs.
However, students and faculty both reported
satisfaction with library staff and services. Strategies for improvement and for addressing
these concerns, as well as specific data on the adequacy of library resources
and staff, are provided in Standard Five.

Student outcomes and
accomplishments

One (1) measure of the success of the
instructional program at MSU is its record of student accomplishments. Such achievements
are reflected in the students. success on national and state licensure exams, in
the honors and scholarships won by MSU students, and in the students. commitment
to service both at the university and in the community. Recent student
accomplishments are summarized as follows:

·
National and state exams.
Graduates of the School of Architecture have annually demonstrated high pass
rates on the ARE. Accounting option students. performance on the CPA exam has ranked
MSU in
the top ten (10) in overall pass rate percentages during the last decade and
first in the nation twice during those years. Ninety-four percent (94%) of the 1997
undergraduate teacher candidates equaled or exceeded the standards established
by the State of Montana for passing scores on all portions of the
Pre-professional Skills Test (PPST) required for Montana teacher
certification. Since 1982, all MSU students taking the National Registration Examination
for Dietetics (NRED) have passed the exam; MSU applicants for dietetic
internships have a 92% placement rate compared to the national average of
48%-52%. Engineering students have a pass rate of 95% on the Fundamentals of
Engineering exam (FE) compared to a national average of 70%. Over the past five
(5) years, an average of more than 95% of CON graduates have passed
NCLEX-RN.

·
Honors and scholarships. MSU
students have been recognized nationally for their scholarship and service. With thirty-one
(31)
recipients, MSU is among the top five (5) universities in the country in the
number of recipients of Goldwater Scholarships, American's premier science
award established by Congress in 1986 to encourage young science talent. Twelve (12)
students
have been selected to the USA Today's All-USA Academic team, placing MSU among
the top schools in the nation; four (4) students received honorable
mentions. MSU
is a leader in the nation for Phi Kappa Phi Graduate Fellowships with fourteen
(14) awards in fifteen (15) years. MSU is also among the leaders in the nation
for the number of students receiving Truman Fellowships.

·
Service. In keeping with its
land-grant mission, MSU supports students in their commitment to service to the
university, community, and nation. Service learning is an integral part of the
freshman seminar program in Business and General Studies. In addition,
students participate in a number of service projects in the community and nation
through the Office of Community Involvement (OCI), donating literally thousands
of hours a semester in service. Recently, the MSU chapter of Alpha Lambda
Delta (ALD) received a prestigious Order of the Torch award and was cited for
having an extraordinary commitment to service.